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Effectiveness of Online Learning 1

Running head: Effectiveness of Online Learning

Research Proposal: Evaluating the Effectiveness of Online Learning as Opposed to Traditional Classroom Delivered Instruction Mark R. Domenic University of Arizona South

Abstract

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The purpose of this research proposal is to test the hypothesis that online learning is more effective, as judged by the students' level of understanding, than traditional classroom delivered instruction. Participants will be students attending a US Army entry level course. A quasi experimental, posttest only research design will be used. Students will be divided into two groups, with each group receiving instruction on the same topic. One group will receive the instruction in a classroom setting; the other will receive the instruction online. Scores will be evaluated to determine if online learning is superior to classroom delivered instruction. If the research hypothesis is supported, the online class will score higher on the posttest than the classroom delivered class.

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Research Proposal: Evaluating the Effectiveness of Online Learning as Opposed to Traditional Classroom Delivered Instruction

Introduction It is undeniable that online learning, also called distance learning, is here to stay. Online learning consists of classes that are fully delivered via the internet, or a combination of internet delivered classes and periodic meetings in a traditional classroom. Clark and Mayer (2003) state that almost 90% of all universities with more than 10,000 students offer some form of distance learning, nearly all of which use the Internet (12). One of the major advantages of online learning is the flexibility it provides the student. Tucker (2003) states that distance learning classes reach a broader student audience, better address student needs, save money (for both the school and student) and more importantly use the principles of modern learning pedagogy. Adults that cannot attend traditional college classes due to work or family obligations can take college classes through web-based technology that better fits their schedule. Colleges are not the only institutions that employ online learning. Grade schools and businesses around the world utilize online training. In 2001 approximately 11% of all business related training was delivered via computer (Clark and Mayer (2003). An ongoing and important debate in the education community questions whether online learning is as effective as traditional classroom learning. With the amount of time, money and other resources dedicated to online learning, the

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level of learning students reach is an important factor in judging online learning effectiveness. The purpose of my research proposal is to analyze the following thesis: Online learning is more effective, as judged by the students' level of understanding, than traditional classroom delivered instruction. The level of student understanding will be judged by posttest grades.

Review of Relevant Literature

In analyzing the relevant literature I looked for studies that showed how students performed based on online learning. If possible, I wanted studies that compared the results of online and traditional classroom learning, taught by the same instructor. I found four such studies.

Constantine, Lazaridou and Hellden (2006) compared online and traditional classroom delivered versions of an environmental education program. The purpose of their study was to compare knowledge and attitudes of junior high school students before and after their participation in an environmental education program delivered in the two different ways. Their study involved intact high school classes utilizing a quasi-experimental design. The classes were divided into two subgroups with group one receiving the class through traditional classroom methods and with group two receiving the class using online methods. The lesson content was identical, except in the method of delivery. The sample was comprised of 297 students aged 13 to 14 years old from four junior high schools throughout Greece. The first group was taught the

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program in a traditional lecture-based way. The meetings were held weekly, in normal 45 minute classes over a term of 10 weeks. The second group received exactly the same amount and structure of training over the same period of time, but the sessions were held in the school's computer laboratory instead of the classroom. Both groups were tested simultaneously to exclude potential influences independent of the study.

The assessment instrument was 40 knowledge questions from the course of study. The questions were multiple-choice with five possible choices, with only one correct answer. The assessment instruments were submitted to a panel of experts, who established their content validity. Each group was given a pretest and a posttest. The pretest was administered one week before the class started and the posttest was administered one week after the class ended. The results indicated that group two, receiving the online learning, raised their score higher than group one, who received their learning through the traditional classroom method. Group one scored an average of 69.07 on their pretest with a standard deviation of 5.59 and scored an average of 70.78 on their posttest with a standard deviation of 6.7. Group two scored an average of 69.35 on their pretest with a standard deviation of 5.14 and on their posttest scored a 74.21 with a standard deviation of 7.03. Aivazidid, Lazaridou and Hellden conclude that the online class was more effective than the traditional classroom instruction based on the 3.43 difference in posttest scores.

Tucker (2001) conducted a more in-depth study that examined pretests and posttest scores, homework grades, research paper grades, final exam

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